Assignment Requirements
1. Use the formula on p. 71 of the text (Assessment procedures for counselors and helping professionals), calculate z-scores for all of the following results, and add the z-scores to the table:
2. Use the following guidelines to identify possible areas of strength for this individual and areas that may be cause for concern.
z-scores Range
+2.0+ Very Superior
+1.3 to 2.0 Superior
+0.6 to 1.3 High Average
+0.6 Average
-0.6 to –1.3 Low Average
-1.3 to –2.0 Borderline
-2.0 to –3.0 Impaired
-3.0 to –4.0 Very Impaired
-4.0 to –5.0 Profoundly Impaired
3. What are the specific strengths you identified:
4. What are the areas of concern:
5. Make note of any other observations that you would like to include based on your evaluation of the z-scores.
Please use APA
Name of the textbook: Assessment procedures for counselors and helping professionals
The following table provides deviation IQ (standard) scores, scaled scores, and T scores obtained as part of the assessment. The following tests were included as part of the evaluation:
Behavior Assessment System for Children-2nd Edition (BASC-2; Parent, Teacher, and Self-Report Forms)
Behavior Rating Inventory of Executive Function (BRIEF; Parent, Teacher, and Self-Report Forms)
Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)
California Verbal Learning Task for Children (CVLT-C)
Delis-Kaplan Executive Function System (D-KEFS)
Multidimensional Anxiety Scale for Children (MASC)
Reynold’s Adolescent Depression Scale-2nd Edition (RAD)
Test of Everyday Attention for Children (TEACH)
Wechsler Individual Achievement Test-2nd Edition, Abbreviated (WIAT-II)
Wechsler Intelligence Scale for Children-4th Edition (WISC)
The WISC-IV and WIAT-II have a mean of 100 and a SD of 15. The individual subscales of the WISC-IV have a mean of 10 and a SD of 3, and so do the TEACH, D-KEFS, and VMI. All other measures utilize T-scores with a mean of 50 and a SD of 10.
Use the formula on p. 71 of the text (Assessment procedures for counselors and helping professionals), calculate z-scores for all of the following results, and add the z-scores to the table:
TESTS ADMINISTERED
TEST SCORE
Z-SCORE
INTELLECTUAL FUNCTIONING
WISC-IV
Verbal Comprehension Index (VCI)
Similarities
Vocabulary
Information
Perceptual Reasoning Index (PRI)
Block Design
Picture Concepts
Matrix Reasoning
Working Memory Index (WMI)
Digit Span
Letter-Number Sequencing
Processing Speed Index (PSI)
Coding
Symbol Search
Full Scale IQ (FSIQ)
110
13
11
12
94
10
8
9
107
11
12
80
4
9
99
ACADEMIC FUNCTIONING
WIAT-II
Reading
Word Reading
Reading Comprehension
Pseudoword Decoding
Mathematics
Numerical Operations
Math Reasoning
Written Language
Spelling
Written Expression
Oral Language
Listening Comprehension
Oral Expression
Total Composite
93
97
101
87
86
78
98
101
111
93
95
111
82
91
ATTENTION FUNCTIONS
TEA-Ch
Selective/Focused Attention:
Sky Search targets identified
Time per target
Sky Search Attention Score
Sustained Attention:
Score!
Code Transmission
Divided Attention:
Sky Search DT (dual task decrement)
Score DT
Attentional Control/Switching:
Creature Counting accuracy score
Creature Counting timing score
Same Worlds
Opposite Worlds
5
9
10
8
1
4
4
9
5
6
4
EXECUTIVE FUNCTIONS
D-KEFS
Verbal Fluency
Letter Fluency
Category Fluency
Category Switching (Total Correct)
Category Switching (Accuracy)
Trails
Visual Scanning
Number Sequencing
Letter Sequencing
Number-Letter Switching
Motor Speed
Color-Word Interference
Color Naming
Word Reading
Inhibition
Inhibition/Switching
Sorting
Free Sorting Correct
Free Sorting Description
Sort Recognition Description
Combined Description
5
6
6
7
11
11
11
7
12
4
10
6
1
9
8
8
8
BRIEF – Mother
Inhibit
Shift
Emotional Control
Behavioral Regulation Index
Initiate
Working Memory
Planning/Organization
Organization of Materials
Monitor
Metacognition Index
Global Executive Composite
54
58
58
57
76
87
74
72
73
79
74
BRIEF – Teacher
Inhibit
Shift
Emotional Control
Behavioral Regulation Index
Initiate
Working Memory
Planning/Organization
Organization of Materials
Monitor
Metacognition Index
Global Executive Composite
53
58
49
53
84
67
86
110
82
88
77
BRIEF – Self-Report
Inhibit
Shift
Emotional Control
Behavioral Regulation Index
Monitor
Working Memory
Planning/Organization
Organization of Materials
Task Completion
Metacognition Index
Global Executive Composite
60
63
60
63
62
58
63
69
67
66
65
VISUAL-MOTOR INTEGRATION
VMI
14
BEHAVIORAL MEASURES
BASC – Mother
Clinical Scales:
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Atypicality
Withdrawal
Attention Problems
Adaptive Scales:
Adaptability
Social Skills
Leadership
Activities of Daily Living
Functional Communication
Composites:
Externalizing Problems
Internalizing Problems
Behavioral Symptoms Index
Adaptive Skills
58
48
45
46
61
41
50
73
66
39
31
42
47
46
50
49
62
40
BASC – Teacher
Clinical Scales:
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Attention Problems
Learning Problems
Atypicality
Withdrawal
Adaptive Scales:
Adaptability
Social Skills
Leadership
Study Skills
Functional Communication
Composites:
Externalizing Problems
Internalizing Problems
School Problems
Behavioral Symptoms Index
Adaptive Skills
49
50
55
58
55
43
68
57
55
81
51
34
43
44
46
51
52
64
62
43
BASC Self Report
School Problems Scales:
Attitude Toward School
Attitude Toward Teachers
Sensation Seeking
Internalizing Problems Scales:
Atypicality
Locus of Control
Social Stress
Anxiety
Depression
Sense of Inadequacy
Somatization
Inattention/Hyperactivity Scales:
Attention Problems
Hyperactivity
Personal Adjustment:
Relations with Parents
Interpersonal Relations
Self-Esteem
Self-Reliance
Composites:
School Problems
Externalizing Problems
Inattention/Hyperactivity
Emotional Symptoms Index
Personal Adjustment
68
49
38
66
65
70
53
73
75
58
68
46
33
24
15
43
52
70
58
74
22
MASC
Physical Symptoms
Harm Avoidance
Social Anxiety
Separation/Panic
Anxiety Disorder Index
Total
72
51
62
64
65
68
RADS-2
60
Use the following guidelines to identify possible areas of strength for this individual and areas that may be cause for concern.
z-scores
Range
+2.0+
Very Superior
+1.3 to 2.0
Superior
+0.6 to 1.3
High Average
+0.6
Average
-0.6 to –1.3
Low Average
-1.3 to –2.0
Borderline
-2.0 to –3.0
Impaired
-3.0 to –4.0
Very Impaired
-4.0 to –5.0
Profoundly Impaired
What are the specific strengths you identified:
What are the areas of concern:
Make note of any other observations that you would like to include based on your evaluation of the z-scores.
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